Rhetorical outcomes: A genre analysis of student service-learning writing

<p>Service-learning continues to be a popular pedagogical approach within composition studies. Despite a number of studies that document a range of positive impacts on students, faculty, institutions, and community members, the relationship between service-learning and student writing outcomes is not well understood. This study presents the results of a genre analysis of student-authored ethnographies composed in four distinct sections of a service-learning--based intermediate writing course at a Midwestern urban research university. Results of the analysis are then used to develop a contextualized writing assessment framework to evaluate student writing outcomes and to consider the implications of using contemporary genre theory for both service-learning and writing program assessment.</p>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Open Access Dissertation

Discipline thesis:degree_discipline

English

Year dc:date.available

2011

Author dc:creator

• Trimble, Thomas Brady

Contributors dc:contributor

• Gwen Gorzelsky

• assessment
• composition
• rhetoric
• service-learning
• writing
• Higher Education and Teaching

Repository record dc:identifier

https://digitalcommons.wayne.edu/oa_dissertations/261

OAI identifier oai:identifier

oai:digitalcommons.wayne.edu:oa_dissertations-1260